In this article the authors overview how the recently revised (version 9) Australian Curriculum (Australian Curriculum Assessment and Reporting Authority, 2022) and student difficulties with fractions relate to five developmental Fraction Schemes developed from multiple research projects in the literature. The article shares research findings from a recent survey of teachers from Victoria, Australia on their preferences when solving Fraction Scheme tasks themselves and for teaching fraction big ideas. Three implications of the research for teachers' practice are discussed using nine illustrative fraction learning tasks. Each task targets conceptual development of fraction big ideas and can be differentiated for students' learning across primary and early secondary curriculum levels. The tasks are different from typical fraction tasks in that students solve the same task with both area and linear manipulatives (not static drawings) and compare what they see in each visual representation. These comparative reasoning experiences encourage student sense-making with fractions--crucial to students becoming both numerate in life and well-prepared for higher-level mathematics learning.